1. The EDU was so expensive that only the patricians could afford to go to school where they would learn to read and write Greek and Latin.
2. Primary School days in Ancient Rome began before sunrise and continued throughout the day until light dimmed in early evening.Boys between the age of twelve and fifteen went on to Secondary Level where they studied history, language and literature. They were either taught at home by tutors or in small groups under the control of a grammaticus.
3. The Tertiary Phase of Roman education was reserved for the upper layer of pupils. These were not unsurprisingly also the sons of powerful wealthy patrician families who had predestined them to enter a career in either law or politics.
4.A Roman child's first and most important educators were almost always his or her parents. Parents taught their children the skills necessary for living in the early republic, which included agricultural, domestic and military skills as well as the moral and civil responsibilities that would be expected from them as citizens. Roman education was carried on almost exclusively in the household under the direction of the paterfamilias. From the paterfamilias, or highest ranking male of the family, one usually learned "just enough reading, writing, and 'rithmetic to enable them to understand simple business transactions and to count, weigh, and measure.
5. It was typical for Roman children of wealthy families to receive their early education from private tutors. However, it was common for children of more humble means to be instructed in a primary school, traditionally known as a ludus litterarius. An instructor in such a school was often known as a litterator or litteratus, which was seen as a more respectable title. There was nothing stopping a litterator from setting up his own school, aside from his meager wages. There were never any established locations for a ludus litterarius. They could be found in a variety of places, anywhere from a private residence to a gymnasium, or even in the street.
6.Roman students were expected to work on their own. There was little sense of a class as a cohesive unit, exemplified by students coming and going at different times throughout the day. Young Roman students faced no formal examinations or tests. Their performance was measured through exercises that were either corrected or applauded based on performance. This created an unavoidable sense of competition amongst students.
7. Using a competitive educational system, Romans developed a form of social control that allowed elites to maintain class stability. This, along with the obvious monetary expenses, prevented the majority of Roman students from advancing to higher levels of education.
8. A final level of education was philosophical study. The study of philosophy is distinctly Greek, but was undertaken by many Roman students. To study philosophy, a student would have to go to a center of philosophy where philosophers taught, usually abroad in Greece. An understanding of a philosophical school of thought could have done much to add to Cicero's vaunted knowledge of 'that which is great', but could only be pursued by the very wealthiest of Rome's elite. Romans regarded philosophical education as distinctly Greek, and instead focused their efforts on building schools of law and rhetoric.
"Education in Ancient Roman - Crystalinks." Education in Ancient Roman - Crystalinks. N.p., n.d. Web. 15 Jan. 2013.
"Ancient Roman Education." Ancient Roman Education. N.p., n.d. Web. 15 Jan. 2013.
"Cradles of Education - Ancient Rome." Cradles of Education - Ancient Rome. N.p., n.d. Web. 15 Jan. 2013.
Problem Today
1. Members of the middle and working class who do go to school must take on so much debt that they would seem to have no choice but to pursue the most lucrative career possible.
2. Some college students must work full time while in school or pay $1000 per month for 20 years afterwards.
3.The idea of a college education is the idea that school is there for something more than earning power. In fact, it is based on the idea that a human life can serve a purpose other than earning, such as making the world a better place.
4.Board members, meanwhile, tended to view their own institutions more positively than higher education as a whole on some measures of educational outcomes. Almost all boards report that they have the power and responsibility to set tuition and fees. And if all of the board members agree with their own colleges then nothing will change.
5. Since 2000 college costs have risen 23% while the earnings of recent graduates has declined 11%. Simple math shows that we are on a path for disaster.
6. It takes 10 to 20 years for bankruptcy filers to reach the same financial status as their peers. That figure is especially bad for those individuals with student loans; they were going to school to get ahead, but because of bad finances, a bad economy, and other factors, it will take them decades just to break even.
7.Whether attending undergraduate, graduate, or trade school, the majority of students take out some form ofloan to help finance their education. These loans typically carry a low (relatively speaking) interest rate, and do not need to be paid back until months after the student has graduated.
8. 10 to 20 thousand dollars + 15 to 20 years of interest that is how much some graduates must pay when they get out of college, which forces them to get full time jobs and be working constantly instead of looking for good jobs.
Solutions to Problem Today
1. Get the government out of the student loan business, we have budget crisis and exponentially growing federal debt and loaning students money will only increase the problem.
2. Let them base their interest rates on whatever factors they choose for example school placement rates,choice of major, and GPA. Think of this as if you were loaning this money yourself. Who is more likely to pay back a loan - the student who graduated from Stanford with a 4.0 in chemical engineering, or the Marymount student with the 2.1 in Transgender Studies? My money is on the engineer. If students need to transfer or change majors, that's fine too - let the rate be dependent on whatever their final data is upon graduation.
3. As we get fewer graduates with these worthless degrees we get fewer graduates marching in protest because they actually have useful skills that can get them employed. Better still, with fewer people seeking employment in useless roles like Consultant for Gender Equality in Education ** these parasitic professions will begin to die out.
4. Have the schools give more information about where their students' tuition is going. How much is going toward teaching, toward research, and toward various overhead programs? Include explanations for changes to any categories.
"Brother Bobs Blog." : How to Fix the Spiraling Costs of College Education. N.p., n.d. Web. 17 Jan. 2013.
Feldman, Jessica. "Did My Education Cost Too Much?" The Daily Beast. Newsweek/Daily Beast, 12 Sept. 2012. Web. 17 Jan. 2013.
"Administration." Board Members Say College Costs Too Much, but Not at Their Institution. N.p., n.d. Web. 17 Jan. 2013.
e-mail to expert
Dear Mrs.Boatwright,
Hello. My name is Paul and I am a student at Nagel Middle School, Cincinnati, Ohio. In social studies my peers and I are doing a project on the problems of ancient Rome and solutions that could have saved Rome. Each student must choose a topic to find solutions for ancient Rome, and my topic is "The High Price of Education". I was wondering if you could briefly answer these questions for me?
1. Do you see links between the fall of Rome and the high price of education?
2. How did most Plebians not being educated affect Rome?
3. Why were the prices for Roman education so high? Was it corruption, or was there a flaw in the system?
If this is not your area of expertise could you please piont me in the right direction. Thank you for your time.
1. The EDU was so expensive that only the patricians could afford to go to school where they would learn to read and write Greek and Latin.
2. Primary School days in Ancient Rome began before sunrise and continued throughout the day until light dimmed in early evening.Boys between the age of twelve and fifteen went on to Secondary Level where they studied history, language and literature. They were either taught at home by tutors or in small groups under the control of a grammaticus.
3. The Tertiary Phase of Roman education was reserved for the upper layer of pupils. These were not unsurprisingly also the sons of powerful wealthy patrician families who had predestined them to enter a career in either law or politics.
4.A Roman child's first and most important educators were almost always his or her parents. Parents taught their children the skills necessary for living in the early republic, which included agricultural, domestic and military skills as well as the moral and civil responsibilities that would be expected from them as citizens. Roman education was carried on almost exclusively in the household under the direction of the paterfamilias. From the paterfamilias, or highest ranking male of the family, one usually learned "just enough reading, writing, and 'rithmetic to enable them to understand simple business transactions and to count, weigh, and measure.
5. It was typical for Roman children of wealthy families to receive their early education from private tutors. However, it was common for children of more humble means to be instructed in a primary school, traditionally known as a ludus litterarius. An instructor in such a school was often known as a litterator or litteratus, which was seen as a more respectable title. There was nothing stopping a litterator from setting up his own school, aside from his meager wages. There were never any established locations for a ludus litterarius. They could be found in a variety of places, anywhere from a private residence to a gymnasium, or even in the street.
6.Roman students were expected to work on their own. There was little sense of a class as a cohesive unit, exemplified by students coming and going at different times throughout the day. Young Roman students faced no formal examinations or tests. Their performance was measured through exercises that were either corrected or applauded based on performance. This created an unavoidable sense of competition amongst students.
7. Using a competitive educational system, Romans developed a form of social control that allowed elites to maintain class stability. This, along with the obvious monetary expenses, prevented the majority of Roman students from advancing to higher levels of education.
8. A final level of education was philosophical study. The study of philosophy is distinctly Greek, but was undertaken by many Roman students. To study philosophy, a student would have to go to a center of philosophy where philosophers taught, usually abroad in Greece. An understanding of a philosophical school of thought could have done much to add to Cicero's vaunted knowledge of 'that which is great', but could only be pursued by the very wealthiest of Rome's elite. Romans regarded philosophical education as distinctly Greek, and instead focused their efforts on building schools of law and rhetoric.
"Education in Ancient Roman - Crystalinks." Education in Ancient Roman - Crystalinks. N.p., n.d. Web. 15 Jan. 2013.
"Ancient Roman Education." Ancient Roman Education. N.p., n.d. Web. 15 Jan. 2013.
"Cradles of Education - Ancient Rome." Cradles of Education - Ancient Rome. N.p., n.d. Web. 15 Jan. 2013.
Problem Today
1. Members of the middle and working class who do go to school must take on so much debt that they would seem to have no choice but to pursue the most lucrative career possible.
2. Some college students must work full time while in school or pay $1000 per month for 20 years afterwards.
3.The idea of a college education is the idea that school is there for something more than earning power. In fact, it is based on the idea that a human life can serve a purpose other than earning, such as making the world a better place.
4.Board members, meanwhile, tended to view their own institutions more positively than higher education as a whole on some measures of educational outcomes. Almost all boards report that they have the power and responsibility to set tuition and fees. And if all of the board members agree with their own colleges then nothing will change.
5. Since 2000 college costs have risen 23% while the earnings of recent graduates has declined 11%. Simple math shows that we are on a path for disaster.
6. It takes 10 to 20 years for bankruptcy filers to reach the same financial status as their peers. That figure is especially bad for those individuals with student loans; they were going to school to get ahead, but because of bad finances, a bad economy, and other factors, it will take them decades just to break even.
7.Whether attending undergraduate, graduate, or trade school, the majority of students take out some form ofloan to help finance their education. These loans typically carry a low (relatively speaking) interest rate, and do not need to be paid back until months after the student has graduated.
8. 10 to 20 thousand dollars + 15 to 20 years of interest that is how much some graduates must pay when they get out of college, which forces them to get full time jobs and be working constantly instead of looking for good jobs.
Solutions to Problem Today
1. Get the government out of the student loan business, we have budget crisis and exponentially growing federal debt and loaning students money will only increase the problem.
2. Let them base their interest rates on whatever factors they choose for example school placement rates,choice of major, and GPA. Think of this as if you were loaning this money yourself. Who is more likely to pay back a loan - the student who graduated from Stanford with a 4.0 in chemical engineering, or the Marymount student with the 2.1 in Transgender Studies? My money is on the engineer. If students need to transfer or change majors, that's fine too - let the rate be dependent on whatever their final data is upon graduation.
3. As we get fewer graduates with these worthless degrees we get fewer graduates marching in protest because they actually have useful skills that can get them employed. Better still, with fewer people seeking employment in useless roles like Consultant for Gender Equality in Education ** these parasitic professions will begin to die out.
4. Have the schools give more information about where their students' tuition is going. How much is going toward teaching, toward research, and toward various overhead programs? Include explanations for changes to any categories.
"Brother Bobs Blog." : How to Fix the Spiraling Costs of College Education. N.p., n.d. Web. 17 Jan. 2013.
Feldman, Jessica. "Did My Education Cost Too Much?" The Daily Beast. Newsweek/Daily Beast, 12 Sept. 2012. Web. 17 Jan. 2013.
"Administration." Board Members Say College Costs Too Much, but Not at Their Institution. N.p., n.d. Web. 17 Jan. 2013.
e-mail to expert
Dear Mrs.Boatwright,
Hello. My name is Paul and I am a student at Nagel Middle School, Cincinnati, Ohio. In social studies my peers and I are doing a project on the problems of ancient Rome and solutions that could have saved Rome. Each student must choose a topic to find solutions for ancient Rome, and my topic is "The High Price of Education". I was wondering if you could briefly answer these questions for me?
1. Do you see links between the fall of Rome and the high price of education?
2. How did most Plebians not being educated affect Rome?
3. Why were the prices for Roman education so high? Was it corruption, or was there a flaw in the system?
If this is not your area of expertise could you please piont me in the right direction. Thank you for your time.
Final Product
https://docs.google.com/a/foresthills.edu/presentation/d/13PdQKnbQQUpBAsQmVtiEaU1ba7lFDuSy5ylvJIE6RtM/edit#slide=id.g9670d47f_00